Computational Thinking in Nordic Teacher Education and Schools

Mads Middelboe  Rehder; Kalle Juuti; Katarina Pajchel; Thomas Frågåt; Louise Mifsud

doi:10.7577/njcie.6120

Computational Thinking in Nordic Teacher Education and Schools

Mads Middelboe Rehder, Kalle Juuti, Katarina Pajchel, Thomas Frågåt, Louise Mifsud

Digitalisering i skolen

Publikation: Bidrag til tidsskrift › Tidsskriftsartikel › Forskning › peer review

Abstract

This special issue originates from the Mathematics, Science, and Computational Thinking (MASCOT) project, funded by the Norwegian Research Council. The project aimed to investigate the teaching, learning, and assessment processes of CT in teacher education and schools. Its focus was to generate systematic knowledge about research and policy on CT, as well as insights into educational practices and assessment methods in Nordic teacher education programs and schools. The overarching goal was to provide a nuanced understanding of how CT is integrated into educational systems and to inform both research and practice in this evolving field.

Originalsprog	Engelsk
Artikelnummer	1
Tidsskrift	Nordic Journal of Comparative and International Education
Vol/bind	8
Udgave nummer	4
Sider (fra-til)	1-4
Antal sider	4
ISSN	2535-4051
DOI	https://doi.org/10.7577/njcie.6120
Status	Udgivet - 21 okt. 2024

Emneord

Læring, pædagogik og undervisning
Computational thinking

Adgang til dokumentet

10.7577/njcie.6120Licens: CC BY

Citationsformater

@article{c410f5f606904da5952d71961ae7e433,

title = "Computational Thinking in Nordic Teacher Education and Schools",

abstract = "This special issue originates from the Mathematics, Science, and Computational Thinking (MASCOT) project, funded by the Norwegian Research Council. The project aimed to investigate the teaching, learning, and assessment processes of CT in teacher education and schools. Its focus was to generate systematic knowledge about research and policy on CT, as well as insights into educational practices and assessment methods in Nordic teacher education programs and schools. The overarching goal was to provide a nuanced understanding of how CT is integrated into educational systems and to inform both research and practice in this evolving field.",

keywords = "learning, educational science and teaching, Computational thinking",

author = "Rehder, \{Mads Middelboe\} and Kalle Juuti and Katarina Pajchel and Thomas Fr{\aa}g{\aa}t and Louise Mifsud",

year = "2024",

month = oct,

day = "21",

doi = "10.7577/njcie.6120",

language = "English",

volume = "8",

pages = "1--4",

journal = "Nordic Journal of Comparative and International Education",

issn = "2535-4051",

publisher = "Oslo Universitet",

number = "4",

}

TY - JOUR

T1 - Computational Thinking in Nordic Teacher Education and Schools

AU - Rehder, Mads Middelboe

AU - Juuti, Kalle

AU - Pajchel, Katarina

AU - Frågåt, Thomas

AU - Mifsud, Louise

PY - 2024/10/21

Y1 - 2024/10/21

N2 - This special issue originates from the Mathematics, Science, and Computational Thinking (MASCOT) project, funded by the Norwegian Research Council. The project aimed to investigate the teaching, learning, and assessment processes of CT in teacher education and schools. Its focus was to generate systematic knowledge about research and policy on CT, as well as insights into educational practices and assessment methods in Nordic teacher education programs and schools. The overarching goal was to provide a nuanced understanding of how CT is integrated into educational systems and to inform both research and practice in this evolving field.

AB - This special issue originates from the Mathematics, Science, and Computational Thinking (MASCOT) project, funded by the Norwegian Research Council. The project aimed to investigate the teaching, learning, and assessment processes of CT in teacher education and schools. Its focus was to generate systematic knowledge about research and policy on CT, as well as insights into educational practices and assessment methods in Nordic teacher education programs and schools. The overarching goal was to provide a nuanced understanding of how CT is integrated into educational systems and to inform both research and practice in this evolving field.

KW - learning, educational science and teaching

KW - Computational thinking

U2 - 10.7577/njcie.6120

DO - 10.7577/njcie.6120

M3 - Journal article

SN - 2535-4051

VL - 8

SP - 1

EP - 4

JO - Nordic Journal of Comparative and International Education

JF - Nordic Journal of Comparative and International Education

IS - 4

M1 - 1

ER -